The Kinds of Stor

were going to learn and it was important that students should know what they were going to do and gave them ideas when they finished the task. Next, an example of story mapping was given to the students in which consists of some elements of narrative text such as setting, characters, problem, and resolution and explained how to create a story mapping. Then, students had to complete those elements. Students were ordered to write a narrative text, the topic was decided by her. Students had to create a story mapping by themselves for their own story before they began their writing. They had to fulfill each elements of narrative text which was provided in the story mapping. In the part of problem, they had to write the chronological of some conflicts which might occur in their story. After they finished in completing their story mapping with their ideas, they might start writing their story with using story mapping as their guideline in writing process. Following the story mapping could make students easier in organizing their thoughts and ideas. During the activity, while students were working individually, the writer’s role was a monitor, went round the class, watched and listened if there was a student who wanted to ask about story mapping. She had to be ready in helping them with the task. Furthermore, she could also be as an observer who picked up information about students’ progress. In arranging the lesson plan of the teaching and learning process, the writer used the syllabus in creating the lesson plan and the test which is used in this research. For the writer, syllabus could help her to guide and arrange the lesson plan RPP during the learning teaching process. When she made a test to evaluate the students, syllabus was also useful to use in observing the test whether the test is appropriate or not. The syllabus itself might include the standard of competence, based competence, materials, indicators, time location, learning activities and evaluation. In this study, the writer uses a syllabus to guide her in constructing the lesson plan RPP and the instruments of the research. It is as a principle to make a test. The syllabus can be seen in the appendixes.

D. Previous Relevant Study

This section is devoted to the previous study especially those deal with the teaching of writing narrative text using story mapping at three different school of senior high school level. The kind of this study was also conducted by some researchers. The first study comes from M.Yunus 2008 under the title “Improving Students’ Skill of Creating Short Story Mapping at SMA Negri Palembang 3.” The participants were 40 students who were the members of class 1.5 SMA Negri 3 Palembang. This study was a classroom action research. Preliminary data were gained by interviewing the class English teacher andthe first-year students who were having a problem in reproducing English texts especially short stories. The result of this study demonstrated that the students’ scores of writing achievement improved after the application of story mapping and there was a difference in the mean scores of their writing test before. Moreover, the similar study was conducted by Nurhikmah 2011 under the title “Implementing Story Mapping Strategy to Improve the Eleventh Grade Students’ Reading Comprhension on Narrative Text of Man 2 Marabahan.” She observed 14 students of class IX IPA of MAN 2 Marabahan. The fact showed that the students’ ability in comprehending the English texts were low. Based on preliminary study, out of 14 students, only 4 students 29 passed the minimum passing grade KKM. Then, the researcher applied the Story Mapping as one of the strategies in the teaching of reading. The finding of the research indicated that the Story Mapping had improved the students’ reading comprehension on narrative text. Another similar research was also conducted by Rosyida Fauzi 2010 under the title “Improving Students’ Understanding of Narrative Text by Using Story Mapping A Classroom Action Research at the First Grade Students of MA Pembangunan.” This research has purpose to know whether students’ understanding of narrative text could be improved by using story mapping or not. The researcher took 28 students of class XB of MA Pembangunan UIN Jakarta as